{"id":15,"date":"2020-02-27T20:44:17","date_gmt":"2020-02-27T20:44:17","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020\/?page_id=15"},"modified":"2020-05-15T19:44:14","modified_gmt":"2020-05-15T23:44:14","slug":"synthesis-of-professional-articles","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/syntheses\/synthesis-of-professional-articles\/","title":{"rendered":"Synthesis of Professional Articles"},"content":{"rendered":"

Teacher Preparation for CR Teaching\u00a0<\/strong><\/h2>\n

R<\/span>esearch by Thomas Dee and Emily Penner of\u00a0<\/span>Stanford<\/span> University<\/span> has<\/span>\u00a0<\/span>made it\u00a0<\/span>clear that<\/span>\u00a0c<\/span>ulturally<\/span>\u00a0<\/span>responsive<\/span>\u00a0teaching (CR)\u00a0<\/span>is effective<\/span>\u00a0in increasing student achievement<\/span>. However, its lack of<\/span>\u00a0<\/span>standardized<\/span>\u00a0teacher\u00a0<\/span>preparation<\/span>\u00a0makes it\u00a0<\/span>difficult<\/span>\u00a0to implement<\/span>\u00a0nationwide<\/span>.\u00a0<\/span>\u00a0<\/span>According to\u00a0<\/span>Education\u00a0<\/span>Professor Heather Hill<\/span>, there is a troubling lack\u00a0<\/span>of research<\/span>\u00a0on the preparation for teachers to teach CR curriculums (Hill, 2020).\u00a0<\/span>\u00a0In fact, many educators who currently use CR\u00a0<\/span>curriculums<\/span>\u00a0have had to create that\u00a0<\/span>curriculum<\/span>\u00a0with little\u00a0<\/span>guidance<\/span>, leading to widely variable CR courses throughout the nation<\/span>.<\/span>\u00a0<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

Some of these educators are feat<\/span>ured<\/span>\u00a0in fellow educator Larry\u00a0<\/span>Ferlazzo\u2019s<\/span>\u00a0blog, which is a\u00a0<\/span>compilation<\/span>\u00a0<\/span>of educators\u2019 ideas on how CR teaching should play out in the\u00a0<\/span>classroom<\/span>.<\/span>\u00a0The\u00a0<\/span>strategies\u00a0<\/span>have the themes of centering student experiences, making safe spaces for discussion, asking for student feedback, ensuring classroom materials are culturally diverse, and acknowledging one\u2019s own relationship with race. However, how educators came up with these\u00a0<\/span>strategies<\/span>\u00a0ranged from personal experience to theory from books (<\/span>Ferlazzo<\/span>, 2020). The lack of standardization reinforces that there is no one way to make lessons CR, thus making it even more difficult to teach these lessons.<\/span>\u00a0<\/span><\/p>\n

Implementing CR curriculums nationwide means having educators of various experience levels\u00a0<\/span>and<\/span>\u00a0comfortability with\u00a0<\/span>discussing\u00a0<\/span>key topics of these lessons, such as race<\/span>,\u00a0<\/span>teaching th<\/span>o<\/span>se\u00a0<\/span>curriculums<\/span>.\u00a0<\/span>Implementing a\u00a0<\/span>standard CR\u00a0<\/span>curriculum<\/span>,<\/span>\u00a0<\/span>like what is being done in California<\/span>\u00a0<\/span>with ethnic studies courses\u00a0<\/span>through groups such as Ethnic Studies Now<\/a><\/span>,<\/span>\u00a0is only half the battle.\u00a0<\/span>\u00a0<\/span>For its success,\u00a0<\/span>educators must be prepared and willing to discuss topics of\u00a0<\/span>divide<\/span>\u00a0in our society<\/span>, which can be achieved through<\/span>\u00a0<\/span>standardized and proven-to-be effective\u00a0<\/span>educator\u00a0<\/span>preparation programs<\/span>.<\/span>\u00a0<\/span>Thus,\u00a0<\/span>o<\/span>nce bills for standardized CR\u00a0<\/span>curriculums<\/span>\u00a0are passed,\u00a0<\/span>the\u00a0<\/span>community groups who fought for them\u00a0<\/span>should also fight for these programs.\u00a0<\/span>\u00a0<\/span><\/p>\n

References:\u00a0\u00a0<\/strong><\/p>\n

Ferlazzo<\/span><\/span>, L. (2020, March 3). Culturally Responsive Instruction Is ‘Not Just About Adding a\u00a0<\/span><\/span>Hip Hop<\/span><\/span>\u00a0Song to Your Lesson Hook’ [Blog Post].\u00a0<\/span><\/span>Retrieved from\u00a0<\/span><\/span>http:\/\/blogs.edweek.org\/<\/span><\/span><\/a>\/teachers\/classroom_qa_with_larry_ferlazzo\/2020\/03\/culturally_responsive_instruction_is_not_just_about_adding_a_hip_hop_song_to_your_lesson_hook.html<\/span><\/span><\/a>\u00a0<\/span><\/p>\n

Hill, H. C. (2020, March 6). Culturally Responsive Teaching is Promising. But\u00a0<\/span>There\u2019s<\/span>\u00a0a Pressing Need for More Research.\u00a0<\/span>Education Week<\/span><\/i>, 39(26), 17. Retrieved from\u00a0<\/span>https:\/\/www.edweek.org\/ew\/articles\/2020\/03\/09\/culturally-responsive-teaching-is-promising-but-theres.html<\/span><\/a>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Teacher Preparation for CR Teaching\u00a0 Research by Thomas Dee and Emily Penner of\u00a0Stanford University has\u00a0made it\u00a0clear that\u00a0culturally\u00a0responsive\u00a0teaching (CR)\u00a0is effective\u00a0in increasing student achievement. However, its lack of\u00a0standardized\u00a0teacher\u00a0preparation\u00a0makes it\u00a0difficult\u00a0to implement\u00a0nationwide.\u00a0\u00a0According to\u00a0Education\u00a0Professor Heather Hill, there is a troubling lack\u00a0of research\u00a0on the preparation for teachers to teach CR curriculums (Hill, 2020).\u00a0\u00a0In fact, many educators who currently use CR\u00a0curriculums\u00a0have had […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":10,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-15","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages\/15","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/comments?post=15"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages\/15\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages\/10"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/media?parent=15"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}